Effects of Guided Notes on Enhancing College Students’ Lecture Note-Taking Quality and Learning Performance

Chen, Pin-Hwa; Teo, Timothy; Zhou, Mingming

doi:10.1007/s12144-016-9459-6

Cited by 24 publications

(24 citation statements)

References 36 publications

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“…When students make their own notes it assists in them developing into autonomous learners (Worthington & Levasseur, 2015). Therefore, the disadvantage with students receiving a complete set of the notes is that they do not actively engage as they would with skeleton notes (Chen, Teo & Zhou, 2016). Findings from this study show that to stimulate generative engagement it is important for students to perceive that they need to personalise the content on the slides.…”

Section: Implications and Recommendationsmentioning

confidence: 92%

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Dukhan

Brenner

Cameron

2019

African Journal of Research in Mathematics, Science and Technol

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Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers' expectation of students in meaning making on the nature of their slides and the quality of students' note-making. Data were collected by classroom observations, video-recordings, a questionnaire for students and interviews with lecturers and students. The quantity and quality of students' notes were analysed for four lectures. The analysis of data resulted in three categories of lecturers: 'student-centred', 'student-directed' and 'teacher-centred'. The student-centred lecturers provided key points on their slides, anticipated that students would build on their class notes and focused on the development of the students' criticalthinking ability. The student-directed and teacher-centred lecturers aimed to complete the syllabus and emphasised the provision of detailed slides that first-years needed to learn. In addition, student-directed lecturers stated that they attempted to simplify topics that they knew students found challenging. When undergraduates perceived that the lecturers' slides did not provide sufficient content for assessments, they reported that they captured more notes during and after the lecture, but analysis revealed that the first-years' notes were usually a close reflection of lecture slides. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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Section: Implications and Recommendationsmentioning

confidence: 92%

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Dukhan

Brenner

Cameron

2019

African Journal of Research in Mathematics, Science and Technol

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“…In the literature, only a few studies have reported medical student learning through instructor-provided notes. 9 The present study aimed to explore the impact of instructor-provided notes on note taking, learning and exam performance of medical students.…”

Section: Introductionmentioning

confidence: 99%

Impact of instructor-provided notes on the learning and exam performance of medical students in an organ system-based medical curriculum

Gharravi

2018

AMEP

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PurposeThe present study aimed to explore the impact of instructor-provided notes on the learning and exam performance of medical studentsPatients and methodsThe participants involved in this study were the first year medical students who enrolled in the auditory system course in the second semester of the academic years 2012–2016 (N=380, 170 males and 210 females). The medical students were divided into two groups: teaching without guided note-taking approach and teaching with guided note-taking approach. To measure the note-taking process of students, quantity and quality of notes were recorded and scored. At the end of the course, the questionnaire was administered to all students in the experimental group in order to cover student’s satisfaction with the instructor-provided notes. Chi-squared tests using SPSS software were performed on categorical variables for comparison of exam score between classes with/without guided note-taking approach. A P<0.05 was considered as statistically significant.ResultsWhen compared, more females (75%) than males were included in the note-taking process. Females wrote more information in greater detail than males. In the control group, only 58 students from 193 students attempted to take notes, but in the experimental group, all of the students were encouraged to complete guided notes and take notes. When students were provided with guided notes, the structure of their notes reflected more outline, examples, verbatim and words than the control group. The students connected the main idea with their details in the spaces of the guided notes. The course final exam performance for the class with the guided note-taking approach was statistically significantly higher than that for the class without a guided note-taking approach (χ2) = 10.542; P=0.023). Nearly all of the students agreed to receive instructor-provided notes before class.ConclusionsFindings of the present study indicated that when students are provided with guided notes, their note-taking process develops; consequently improving students’ learning and exam performance.

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“…We know that such deliberate, critical thinking can happen without a preregistration template; indeed, in past iterations of the course we simply asked for a bullet-point list of hypotheses, variable operationalizations, and procedural information. However, extensive research demonstrates that the use of outlines, note-taking guides, and other conceptual organizers can aid student learning (e.g., Barstow et al, 2017;Bui & McDaniel, 2015;Chen, Teo, & Zhou, 2017). For our novice students, we expect that the highly structured preregistration template promotes a more systematic approach to research design than a bullet-point list; this expectation is worth investigating in the future.…”

Section: Number Of Students Reportingmentioning

confidence: 98%

Research Preregistration as a Teaching and Learning Tool in Undergraduate Psychology Courses

Blincoe

Buchert

2019

Psychology Learning & Teaching

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The preregistration of research plans and hypotheses may prevent publication bias and questionable research practices. We incorporated a modified version of the preregistration process into an undergraduate capstone research course. Students completed a standard preregistration form during the planning stages of their research projects as well as surveys about their knowledge of preregistration. Based on survey results, our senior-level psychology students lacked knowledge of importance of the preregistration movement in the sciences but could anticipate some of its benefits. Our review of the completed preregistration assignment suggested that students struggle with data analysis decision-making but generally perceive preregistration as a helpful planning tool. We discuss the value of a preregistration assignment for generating discussions of research practice and ethics.

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Effects of Guided Notes on Enhancing College Students’ Lecture Note-Taking Quality and Learning Performance

Cited by 24 publications

References 36 publications

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Impact of instructor-provided notes on the learning and exam performance of medical students in an organ system-based medical curriculum

Research Preregistration as a Teaching and Learning Tool in Undergraduate Psychology Courses

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